Teacher Mobile Application for Innovative Learning: Theoretical Framework

There is a large body of evidence on the importance of SRL, due to its positive impact on student success within and outside schools. Still, the evidence-based support for these essential learning-to-learn skills remains to be fully integrated within primary school practices. Different barriers exist, from policy, teacher education to teacher level. These multi-leveled challenges impede the accurate implementation of related SRL policies. Policy lacks the respective tools to enable translation and impact monitoring into practice. Teacher educators struggle with differentiating their instruction towards teachers’ needs, whilst effectively integrating digital learning practices. Lastly, teachers lack the necessary skills and tools to accurately support students’ SRL.
tMAIL aims to address the needs of these different target groups by designing activities to support the development and testing of a mobile app. It delivers a personalized training course on SRL for in-service primary school teachers. Data generated through the mobile app will be processed through learning analytics and semantics. This approach, in support of data-driven teacher education, will enable the personalization of teachers’ and students’ learning, ultimately facilitating evidence-based policy making pathways.
In order to theoretically underpin the mobile application and teacher-training course, this report summarizes the state of the art and most recent empirical evidence in the following core domains:
- Self- and socially shared regulation of learning
- Teacher professional development
- Mobile learning